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�Leslie Owen Wilson 2004,  restrictions on usage

 What is a Webquest? - an Overview:

A webquest is rather like an on-line scavenger hunt, or a problem-solving adventure. It is inquiry- based learning combined with techno-literacy/proficiency and geared toward specific educational intentions. Quests may be subject specific, or subject integrated inquires. They can be used in a number of ways and may take on many forms - literature reviews, research, personal or directed investigations, problem-solving exercises, fact and/or information finding expeditions. Quests can be arranged so that they are tightly controlled by the teacher whereby students are provided with specific previewed links. Or, quests can be more loosely arranged so that learners have to glean information from an array of on-line resources, or from sources found by the learners through personal investigations. They can also be simple scenario problems posted on-line.

Grouping configurations can vary so that students can be assigned to work singly, as pairs, triads, or in small or even in larger groups where each member works on a chosen or assigned task. Or, students may be allowed to choose their own  working configurations. There are some excellent examples and collections of webquest learning available. If you choose to use these resources, please remember to give credit to the original sources. Links to more information and resources.

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Your tasks:

General Directions: This is an emersion experience. You may skip around or divide up tasks working in pairs or triads.  

1. The Brain Test: Once you get to the Mindmedia site you may take the test one of two ways, following my directions on the linked page, or download the test to a disc, and take the brain test and run it twice, remembering that there are NO RIGHT ANSWERS! The test is randomized so that it is different each time. Print and compare the two profiles, noting the differences as they were related to your responses. The test is generally an amusement rather than something terribly accurate. However, what is interesting is to go back at the end of the test and note the perceptual reasons for the different choices. This can be done by moving your cursor over each answer, an explanation will appear. It might be very interesting to read this review portion with a partner. Before discussing your choice, ask him/her what answer he/she would have chosen, and then read both responses when they are different. This exercise will help you examine perceptual differences.  

Link: http://www.uwsp.edu/education/lwilson/braintro.htm

 

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2. Society of Neurosicence: This site is a gold mine for of facts and articles on the brain. Pick the Brain Briefing button on the menu and choose an article or two that tickles your fancy as there should be something in the archives that appeals to all of you. Ferret out at least 5-7 facts or ideas that you think might be of interest to your peers, type them up making enough to exchange with 3 peers plus one for me too, and bring to class.

http://www.sfn.org/content/Publications/BrainBriefings/work.outs.html

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3. PBS The secret life of the brain: Link: http://www.pbs.org/wnet/brain/

Answer the following.

 

In the brain history strand:

a. �The organ of thought is the heart and the brain is merely a radiator designed to cool it.�  Who said this?

b. Much of early speculation about personality differences was based on a Roman gladiatorial physician's theory about the fluids in the body.

�        Who was this guy?

�        What were his four personality types?

�        How are they described?

c. Who wrote the first neuroscience textbook? When?

d. Who was the famous French mathematician and philosopher who said, "I think, therefore I am." One who argued for a dualistic system in which the organ of the brain is distinguished from the immaterial "mind." In his view, it is the mind, not the brain, which contains a person's thoughts and desires or "soul.

e. Who was the father of Phrenology?

 In the scanning strand: 

f. List the different types of methods used to scan the brain? 

g. Ask Leslie about her reactions to CAT scan dye?

4. . Chudler�s Neuroscience for Kids:

Link: http://faculty.washington.edu/chudler/experi.html

Part I. Scroll down to the following from this links page and complete the designated exercises.

a. Memory and learning � In the first portion, complete the first two memory tests.

b. Biological rhythms � After reading the experiments select one to complete with for yourself, your kids or for your students. 

Part II. Read one of the following news articles within the site linked below, and be ready to share what you found. 

http://faculty.washington.edu/chudler/inthenews.html

Part III. Investigate the concept of brain-based learning and teaching further and bring a URL to share to class. Send the URL to me for compilation.

 

General Links for Webquests:

THE webquest page! This site was inspired by Bernie Dodge and Tom March who developed a webquest model in 1995.  A very valuable resource for those involved in the education field.  It includes events, articles, and materials on webquests. Second link has the suggested formats.

http://webquest.sdsu.edu/

Excellent overview from Bernie Dodge of San Diego State that includes origins, intentions and overviews.

http://webquest.sdsu.edu/about_webquests.html

Templates for WebQuests a la Dodge and March

http://webquest.sdsu.edu/LessonTemplate.html 

Great collection of quests from San Diego State

    http://webquest.sdsu.edu/index.html

Another teacher centered webquest homepage that lists some sample webquests.

http://school.discovery.com/schrockguide/webquest/webquest.html

Spartanburg School District 3

     http://www.spa3.k12.sc.us/WebQuests.html

Webquest pages of Paul Froom from D.C. Everest, WI - excellent examples of what an inventive teacher can do. 

http://www.dce.k12.wi.us/midschool/teachers/pfroom/